Distance and E-learning in Transition

András Szücs is Professor at Eotvos Lorand University, Hungry.Ulrich Bernath is Chair of the Board of Trustees of the Ulrich Bernath Foundation for Research in Open and Distance Learning.Alan Tait is President of the European Distance and E-Learning Network.Martine Vidal is Vice-President of the European Distance and E-Learning Network.

• Foreword xxviiAlan TaitIntroduction xxixUlrich Bernath, András Szücs, Alan Tait and Martine VidalPART 1. THE DEVELOPMENT OF DISTANCE EDUCATION AND E-LEARNING 1PART 1.1. SYSTEMS DEVELOPMENT 3Chapter 1. Challenges Facing Distance Education in the 21st Century: Policy and Research Implications 5Sarah Guri-RosenblitChapter 2. The Evolving Role of Universities: Increasing Openness and Relevance 23Anne Gaskell and Roger MillsChapter 3. The Internet and the Education System: An Optimization Policy 35Roni AviramChapter 4. “E-Learning” Meets “Digital Media”: New Strategic Questions for Higher Education 45Jim DevineChapter 5. Preparing Educational Institutions for Online ODL. How Theory May Support Change Strategies in Traditional Universities 57Annette LorentsenChapter 6. Higher Education Quality as an Organizational Culture 69Ulf-Daniel EhlersChapter 7. E-learning and the Quality of Knowledge in a Globalized World 85Sylvia van de Bunt-KokhuisPART 1.2. EFFICIENCY AND EFFECTIVENESS OF DISTANCE EDUCATION AND E-LEARNING 107Chapter 8. E-Learning and the Future of Distance Education 109Ormond SimpsonChapter 9. Access and Efficiency in the Development of Distance Education and E-Learning 119Thomas HülsmannChapter 10. Examining the Effectiveness of Distance Education: Results from Multilevel Modeling 141Tim Seifert, Bruce Sheppard and Ann Marie VaughanChapter 11. Quantitative Cost-Effectiveness Model for Web-supported Academic Instruction 151Anat Cohen and Rafi NachmiasChapter 12. A Particular Aspect of Cost Analysis in Distance Education: Time 161Massimo Loi and Bruno RonsivallePART 1.3. PROFESSIONAL DEVELOPMENT 169Chapter 13. Moving eCompetence Ahead – From Conceptual Foundations to Strategic Practice 171Dirk SchneckenbergChapter 14. Designing Collaborative Learning for Competence Development 195Ulf-Daniel EhlersChapter 15. Academic Staff in Traditional Universities: Motivators and Demotivators in the Adoption of E-learning 217Kay MacKeogh and Seamus FoxChapter 16. The Role of Tutors as a Fundamental Component of Online Learning Support 235Maggie McPherson and Miguel Baptista NunesChapter 17. Teachers’ Professional Development for the Technology Enhanced Classroom in the School of Tomorrow 247Henrik HanssonChapter 18. Eleven Competences for the Teacher Using ICTs: a Quali-quantitative Research Pattern 261Alberto Cattaneo and Elena BoldriniChapter 19. Educating Tutors – and Ourselves. A Report from a Collective Effort 291Ivar Børsheim, Atle Schaathun, Hans Øistein Skauerud, Unn Spjelkavik and Ilmi WillberghPART 1.4. SOCIO-CULTURAL ISSUES OF DISTANCE AND E-LEARNING 301Chapter 20. Globalization – an Opportunity for the “Uneducated” to Become “Learned” or Further“Excluded”? 303Mary BolgerChapter 21. Beyond Barriers: Intercultural Learning and Inclusion in Globalized Paradigms 311Alan BruceChapter 22. Women in Distance Learning: Second Chance or Third Shift? 325Athanassia Aggeli and Paraskevi VassalaChapter 23. E-learning for Senior Citizens 335Sonia Hetzner and Paul HeldChapter 24. Distance Education in Prisons: an Educational Right or a Privilege? The Case of “Student Inmates” 349Fanny SalanePART 2. TEACHING AND LEARNING ENVIRONMENTS IN THE MAKING 369PART 2.1. PEDAGOGICAL CONCEPTS 371Chapter 25. Role of Technology in Enhancing Learning 373Alan BrownChapter 26. Learning Face-to-Face, In-action and On-line: Integrated Model of Lifelong Learning 385Luciano Galliani and Paula de WaalChapter 27. The Bottles are New but What of the Wine? Managing Learning and Teaching in Web 2.0 395Michael G. MooreChapter 28. Student Perceptions of Immediacy and Social Presence in Distance Education 411Steve Wheeler and Fraser ReidPART 2.2. LEARNER NEEDS, STYLES AND IDENTITIES, PERCEPTIONS, READINESS 427Chapter 29. The Natives are Restless. Higher Education and the Culture of the Digital Natives 429Susanne Kjekshus Koch, Inger Carin Grøndal and Gunnar-Johan ScheiChapter 30. Preparing Students for Learning in an Online World: an Evaluation of the Student Passport to eLearning (SPeL) Model 439Francesca Lorenzi, Kay MacKeogh and Seamus FoxChapter 31. Perceptions about Time and Learning: Researching the Student Experience 457Mary ThorpeChapter 32. Retention and Course Choice in Distance Learning 473Ormond SimpsonChapter 33. Online Students’ Needs for and Satisfaction with Support Services 485Torstein RekkedalChapter 34. Motivational Characteristics of E-Students 499Karmela Aleksic-Maslac, Djuro Njavro, Katarina KaralicChapter 35. Individual Differences in Attitudes Towards and Choices of Learning/Teaching Technology 511Ruth Beyth-Marom and Kelly Sorozon-SaportaChapter 36. Online Learners’ Frustration. Implications for Lifelong Learning 519Federico Borges SáizChapter 37. Reflections on Seeking the “Invisible” Online Learner (and Instructor) 529Michael F. BeaudoinChapter 38. Reports of the “Death of Geography” Have Been Greatly Exaggerated: Why UK Distance Learning Students Prefer Face-to-Face Tuition 543Troy CooperChapter 39. E-Mentoring to Help Mature Students’ Transition to University 553Palitha Edirisingha, Mike Hill, Celayne Heaton-ShresthaPART 2.3. COURSE DEVELOPMENT AND INSTRUCTIONAL DESIGN 567Chapter 40. Flexibility Beyond Time and Place: Stretching and Opening the Course 569Wim de Boer and Betty CollisChapter 41. Capturing Practice and Scaffolding Learning Design 579Gráinne ConoleChapter 42. Technologies in Use: How Context and Design Drive their Effects 595Mary Thorpe, Steve Godwin and Rebecca FergussonChapter 43. Involvement, Institutional Roles and Design Models in E-Learning 607Luca BotturiChapter 44. Diversity of Strategies to Promote Effective B-Learning: a Case Study in Higher Education 627Lúcia Pombo, Maria Joao Loureiro, Ana Balula and António MoreiraChapter 45. Assessment of E-Learning Material with the INTERFACE System 645Károly Hercegfi and Orchidea Edith KissChapter 46. Who Should “Customize” the Knowledge Content: Publishing Scholars or Online Mediators? 659Christian BoisPART 2.4. COLLABORATIVE LEARNING AND SOCIAL NETWORKING 675Chapter 47. ”More is Different” – How E-Learning within Online Learning Communities Can Make the Difference 677Virginie AimardChapter 48. SocialLearn – Widening Participation and Sustainability of Higher Education 691Anthony Walton, Martin Weller and Gráinne ConoleChapter 49. Collaborative Learning Using Social Tools for Enquiry, Reflection and Sharing 701Non ScantleburyChapter 50. Modeling Interactions in Learning Settings and their Impact on the Learning Process 711George Neofotistos, Nikitas Kastis, Eleftheria Tsourlidaki and Nikos VoulgarakisChapter 51. Tools and Instruments Supporting Cooperative Freedom in Virtual Learning Environments 721Morten Flate PaulsenChapter 52. Models of Activity, Collaboration and Assessment in Wikis in Academic Courses 745Edna Tal-Elhasid and Hagit Meishar-TalPART 2.5. THE WORLD OF WORK – E-SKILLS AND EMPLOYABILITY 759Chapter 53. E-learning and Earning: The impact of Lifelong E-learning on Organizational Development in an Adverse Economy 761Jane SimmonsChapter 54. E-learning and E-business: The Need for SMEs to Work Smarter in the New Europe 773Josephine Browne and Georgina SweetnamChapter 55. Putting the Pieces Together: Conceptual Frameworks for Building PLEs with Web 2.0 Tools 783Ricardo Torres Kompen, Palitha Edirisingha and Richard MobbsChapter 56. Personal Learning Environments and Institutional Control 809Niall SclaterList of Authors 821Institution Index 833Name Index 837Index 853